Citations (32)
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Nafsika Alexiadou, Zoi Kefala & Linda Rönnberg. (2024) Through the eyes of the disciplines – student perspectives and positionings towards internationalisation-at-home. European Journal of Higher Education 14:2, pages 249-266.
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Javier Fernández Ruiz & Ernesto Panadero. (2023) Assessment professional development courses for university teachers: a nationwide analysis exploring length, evaluation and content. Assessment & Evaluation in Higher Education 48:4, pages 485-501.
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Diana Pereira, Irene Cadime, Maria Assunção Flores, Cláudia Pinheiro & Patrícia Santos. (2022) Investigating the Effect of the Programme of Study on University Students’ Perceptions about Assessment. Educational Assessment 27:1, pages 71-92.
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Navé Wald & Tony Harland. (2021) Measuring changes in higher-order cognition through the assessment of complex knowledge over time. Assessment & Evaluation in Higher Education 46:8, pages 1285-1298.
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Javier Fernández-Ruiz, Ernesto Panadero & Daniel García-Pérez. (2021) Assessment from a disciplinary approach: design and implementation in three undergraduate programmes. Assessment in Education: Principles, Policy & Practice 28:5-6, pages 703-723.
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Kim-Daniel Vattøy, Siv M. Gamlem & Wenke Mork Rogne. (2021) Examining students’ feedback engagement and assessment experiences: a mixed study. Studies in Higher Education 46:11, pages 2325-2337.
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Rachelle Esterhazy, Thomas De Lange & Anne Møystad. (2021) How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions. Assessment in Education: Principles, Policy & Practice 28:2, pages 135-150.
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Harsh Suri & Siva Krishnan. (2020) Assessment hurdles in core first year courses in Australian universities: Are we trying to catch out students?. Assessment & Evaluation in Higher Education 45:2, pages 251-265.
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Lin Norton, Sarah Floyd & Bill Norton. (2019) Lecturers’ views of assessment design, marking and feedback in higher education: a case for professionalisation?. Assessment & Evaluation in Higher Education 44:8, pages 1209-1221.
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Ricky Jeffrey. (2019) Comparing school-leaving tests across nine subjects in China and England: task granularity and scoring objectivity. Oxford Review of Education 45:5, pages 619-638.
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John Batten, Tansy Jessop & Phil Birch. (2019) Doing what it says on the tin? A psychometric evaluation of the Assessment Experience Questionnaire. Assessment & Evaluation in Higher Education 44:2, pages 309-320.
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Carmen Tomas & Tansy Jessop. (2019) Struggling and juggling: a comparison of student assessment loads across research and teaching-intensive universities. Assessment & Evaluation in Higher Education 44:1, pages 1-10.
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Qi Wu & Tansy Jessop. (2018) Formative assessment: missing in action in both research-intensive and teaching focused universities?. Assessment & Evaluation in Higher Education 43:7, pages 1019-1031.
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Annamari Ylonen, Helena Gillespie & Adam Green. (2018) Disciplinary differences and other variations in assessment cultures in higher education: exploring variability and inconsistencies in one university in England. Assessment & Evaluation in Higher Education 43:6, pages 1009-1017.
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Suzie Thomas, Anna Wessman & Eino Heikkilä. (2018) Redesigning the museum studies programme at the University of Helsinki: towards collaborative teaching and learning. Museum Management and Curatorship 33:4, pages 344-364.
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Kelly E. Matthews & Lucy D. Mercer-Mapstone. (2018) Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences. Studies in Higher Education 43:4, pages 644-659.
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Tansy Jessop & Carmen Tomas. (2017) The implications of programme assessment patterns for student learning. Assessment & Evaluation in Higher Education 42:6, pages 990-999.
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Elaheh Tavakoli & Siv M. Gamlem. Assessment patterns in teacher education programmes: content analysis of course syllabi. Assessment & Evaluation in Higher Education 0:0, pages 1-15.
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Articles from other publishers (14)
Emilio José Delgado Algarra, César Bernal Bravo, María Belén Morales Cevallos & Eloy López Meneses. (2024) Pedagogical and Technical Analyses of Massive Open Online Courses on Artificial Intelligence. Applied Sciences 14:3, pages 1051.
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Susan Lilico Kinnear & Sarah Bowman. (2023) Recognising a signature pedagogy for public relations teaching and learning in the last twenty years. Corporate Communications: An International Journal 29:1, pages 79-94.
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Shanjiang LiLaihong Tang. (2024) Research on the Coupling of College Academic Style Construction and Great Ideological Politics under the Guidance of the Concept of Three-Whole Parenting. Applied Mathematics and Nonlinear Sciences 9:1.
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Sylvie Albert, D. Fulton, R. Ramanau & A. Janes. (2021) Exploring cross-disciplinary differences in course mode, instructional tools and teaching methods in online courses in business & management. The International Journal of Management Education 19:3, pages 100532.
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Anastasiya A. Lipnevich, Ernesto Panadero, Kalina Gjicali & Juan Fraile. (2021) What’s on the syllabus? An analysis of assessment criteria in first year courses across US and Spanish universities. Educational Assessment, Evaluation and Accountability 33:4, pages 675-699.
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Rebecca Matz, Kyle Schulz, Elizabeth Hanley, Holly Derry, Benjamin Hayward, Benjamin Koester, Caitlin Hayward & Timothy McKay. (2021) Analyzing the Efficacy of ECoach in Supporting Gateway Course Success Through Tailored Support. Analyzing the Efficacy of ECoach in Supporting Gateway Course Success Through Tailored Support.
Marta Retamosa, Ángel Millán & Miguel Moital. (2019) Does the Type of Degree Predict Different Levels of Satisfaction and Loyalty? A Brand Equity Perspective. Corporate Reputation Review 23:2, pages 57-77.
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Michael Strawser & Lindsay Neuberger. (2020) WISER Assessment: A Communication Program Assessment Framework. Journal of Communication Pedagogy 3, pages 134-144.
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Cristina Sin & Diana Soares. 2020. The International Encyclopedia of Higher Education Systems and Institutions. The International Encyclopedia of Higher Education Systems and Institutions
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Emilio José Delgado-Algarra, Isabel María Román Sánchez, Eva Ordóñez Olmedo & Antonio Alejandro Lorca-Marín. (2019) International MOOC Trends in Citizenship, Participation and Sustainability: Analysis of Technical, Didactic and Content Dimensions. Sustainability 11:20, pages 5860.
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Catherine Redmond, Carmel Davies, Phil Halligan, Regina Joye, Lorraine Carroll & Timothy Frawley. (2018) Nursing and midwifery students' perception of learning enablers and gains in the first semester of their BSc programmes: A cross sectional study. Nurse Education Today 65, pages 242-249.
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育红 蒋. (2018) Exploring the Potential of “College English” —From Communicative Competence to Cognitive Development for Academic Studies. Advances in Social Sciences 07:03, pages 280-283.
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